1.1 Principles underpinning resource selection for learning and development Resources can be found, made and developed in a variety of ways. They also exist in numerous forms such as paper and printed material, newspapers and journals, to media based resources such as videos, images and blogs. Another extremely valuable resource available can be the teacher themselves, or other people such as guest speakers and specialists who can all provide comprehensive, primary evidence which can enhance a learners experience more, for example, than a paper resource.

When considering the preparation and development of a resource, cost is an important factor to consider. As well as monetary cost of the materials needed to create the resource, I will also contemplate the time in which it will take to produce the resource as a whole and believe that the time taken to prepare and develop is as crucial as the money which needs to be spent to do so.

When developing a resource I must take into account the group of learners for which it is aimed and specific needs individual learners may have. For example, the complexity of the resource will change depending on the learners at which it is aimed. This will relate to the level of study or overall ability within the class but can also be used for differentiation of students. Being aware of specific learner needs also enables the teacher to tailor the content and format of each resource. Images and videos can be used in presentations instead of blocks of text, worksheets and practical activities can also be designed to help deliver the same content but in a more effective manner. Online resources are also valuable in the learning and development environment therefore offering a different approach to both teaching and learning.

1.2 Factors that are important when developing and preparing resources that conform to national legislation and organisational policies During development and selection of a resource I will ensure that each individual piece will conform to guidelines, laws and policies of governing bodies as well as applicable acts and legislations. During the above process I will apply my knowledge of the ‘Equality Act 2010’ so that the resource used will not conflict with any of the act’s protected characteristics such as: Age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race – including ethnic or national origin, colour or nationality, religion or belief – including lack of belief, sex and sexual orientation.

In addition to these characteristics my resources will also meet equality and diversity guidelines by being readily available to all learners, in a variety of formats and therefore meeting differing learning preferences to promote independent learning to all students. By taking steps to follow the Equality Act 2010 I will also avoid stereotyping, represent cultural differences in an appropriate manor and accommodate specific learning difficulties and disabilities, which is of high importance as I am working within Foundation Learning.

I like to use a variety of resources for learning and development in order to make the learning experience more interesting and enjoyable for the students. In order to do this I need to select or adapt some material from online sources (websites / videos) or from textbooks and magazines for diagrams etc. This raises issues of copyright which as a teacher, I need to be aware of. The Copyright Law is based in statute under the Copyright, Designs and Patents Act 1988 (CDPA) and states that a person who writes a book or makes a film (resource) has ownership/‘owns’ that artistic work and it may not be copied for a certain period of time. When using other resources to supplement my own I will ensure I do not infringe copyright in any way.

1.3 Evaluate the contribution of technology to the development of learning and resource development...

...﻿Name: Marwa Saleh
Assessment as learning
1-Definition
Through this process students are able to learn about themselves as learners and become aware of how they learn – become megacognitive (knowledge of one’s own thought processes).
Students reflect on their work on a regular basis, usually through self and peer assessment and decide (often with the help of the teacher, particularly in the early stages) what their next...

...750-1250 word written analysis of your own development needs in relation to the role of the teacher, when considering and making adjustments to assessments for students with disabilities identified in your presentation.
Through working in a special school, teaching Learning Outside the Classroom (LOtC) I have had to adjust my teaching and own assessment practices to meet a range of disabilities, all the children at School, have a statement of...

...Enabling Learning and AssessmentAssessment activities
Two of the assessment activities that I use are Worksheets (or written questions) and photographic evidence. These assessment activities are the most commonly found within my level 1 group. Worksheets within my area are a very versatile way of collecting information from the student, they can contain short answer questions, multiple choice questions etc. Worksheets...

...organise the learning and provide a manageable learning environment to adhere to the diverse and complex needs of those in the lesson. Lesson plans set the format for what students are to achieve and how they will do this. Schemes of work essentially form the basis for lesson planning , although schemes of work can be adapted, they are informed by the requirements of the National Curriculum which sets the foundation of what is to be taught. Schemes of Work draw...

...Chapter 5
Assessment of Learning
What Is Assessment of Learning?
Reflection:
Think about an
example of
assessment of
learning in your own
teaching and try
to develop it
further as you
read this
chapter.
Assessment of learning refers to strategies designed to confirm what
students know, demonstrate whether or not they have met curriculum
outcomes or the goals of their...

...What is assessment for learning and how does it relate to a teaching assistant?
In this essay I am going to compare and contrast the roles of the teacher and the learning support practitioner in assessment of learner’s achievement. I will also explain the difference between formative and summative assessment. I will say what the characteristics of assessment for learning are and explain the...

...role of the teacher and the learning support practitioner in assessment of learner’ achievements.
“Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there”.
Assessment Reform Group, 2002
The teacher has ultimate responsibility for setting schemes...